The Integrated Bridging Program- Research (IBP-R ...€¦ · Pronunciation for researchers (5)...
Transcript of The Integrated Bridging Program- Research (IBP-R ...€¦ · Pronunciation for researchers (5)...
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Adelaide Graduate Centre
Life Impact The University of Adelaide
The Integrated Bridging Program-
Research (IBP-R): Enhancing Experiences
for International STEM Graduates
Dr Michelle Picard
Director, Researcher Education & Development (RED)
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Adelaide Graduate Centre
Life Impact The University of Adelaide
University Research Internationalization Strategy
“The University of Adelaide will build upon its tradition of
innovation through high-impact research and excellent
teaching across a broad range of disciplines and
professions. It will be a growing, internationally focussed...”
(University of Adelaide 2008-2012 Strategic Plan)
- High Impact Research (also ethical research + training)
- Teaching (also supervision as training/ pedagogy)
- International focus (language & learning support + sharing
of knowledge/ research cultures)
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Adelaide Graduate Centre
Life Impact The University of Adelaide
A Bridge to a Culture(s)
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Adelaide Graduate Centre
Life Impact The University of Adelaide
A Bridge to Communities of Practice
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Adelaide Graduate Centre
Life Impact The University of Adelaide
University Strategy and the IBP-R
Aspect Facts & Figures
Name of Program Integrated Bridging Program-Research (IBP-R)
Origin Quality in Teaching and Learning Report (1993)
Current response Strategic Plan (2009-2012): Support for seamless integration & greater interaction
Program Structure 1st six months of candidature, workshops generic research issues, disciplinary seminars, individual appointments
Program pedagogy Explicit teaching, scaffolding of ‘competent autonomy’, ‘ethnographers’ of community of practice’
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Adelaide Graduate Centre
Life Impact The University of Adelaide
University Strategy and the IBP-R
Aspect Facts & Figures
Name of Program Integrated Bridging Program-Research (IBP-R)
Origin Quality in Teaching and Learning Report (1993)
Current response Strategic Plan (2009-2012): Support for seamless integration & greater interaction
Program Structure 1st six months of candidature, workshops generic research issues, disciplinary seminars, individual appointments
Program pedagogy Explicit teaching, scaffolding of ‘competent autonomy’, ‘ethnographers’ of community of practice’
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Adelaide Graduate Centre
Life Impact The University of Adelaide
IBP-R response to changing internationalisation
- Avoiding a “deficit discourse” (Coates, 2009)
- Admitting local students (choice & advice of supervisor/ DDoGS)
- Modularisation of language input
- Formalising participation options (full, negotiated, exempt)
- Diagnosing needs
- Providing opportunity to demonstrate ‘competent autonomy’
- Making workshops available to all researchers
- Providing opportunities for diversity, choice, sharing of experience
- Focussing on strategies for exploration, rather than prescribing
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Adelaide Graduate Centre
Life Impact The University of Adelaide
IBP-R Workshops
Taking a critical approach (1) Reviewing literature (2)
Appropriate citation& voice (3) Presenting a seminar (4)
Pronunciation for researchers (5) Intonation patterns in English (6)
Proposals & other research genres (7) Editing & Self-editing (8)
Cohesion and Coherence (9) Grammar for researchers (10)
Listening in research contexts (11) Being supervised (12)
Advanced pronunciation (13) Reading and note-taking (14)
Advised to visit subject librarian Advised to attend Endnote courses
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Adelaide Graduate Centre
Life Impact The University of Adelaide
IBP-R Evaluation
- 91-94% agreement on course and teaching satisfaction (targets 55% -
75%) in Student Experience of Teaching and Learning Surveys
- Students value:
* Scaffolded development of research skills & culture(s)
•“Very valuable for introduction to academic requirements, everything covered
logically”, the IBP-R courses are so useful to be to familiar (sic) with the academic
environment here and to start my research that I cannot imagine if there were not
such a fantastic program”, “the course increases my motivation towards research, it
improves my thinking and writing skills”, “more clear about what is important and
what I should pay more attention and also improve my academic independence”.
* Provision of warm and supportive environment
• “Good background, supportive!”, “[the teachers] show kindness and
recognised the most neediness (sic) of the students”, “[the teachers] are very
approachable...”, “regular, clear, understanding, fellowship, great empathy”.
“Good background, supportive!”, “[the teachers] show kindness and recognised the most neediness (sic) of the students”, “[the teachers] are very approachable...”, “regular, clear, understanding, fellowship, great empathy”.
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Adelaide Graduate Centre
Life Impact The University of Adelaide
Part of Researcher Education Strategy
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Adelaide Graduate Centre
Life Impact The University of Adelaide
Characteristics of RED Pedagogy
- Education and Development of both students and supervisors
- HDR generic workshops mirroring IBP-R
- Additional generic candidature management & research tools
- Thesis writing groups mirroring IBP-R community of practice,
but ongoing embedded in disciplines
- All include explicit instruction (including in supervision)
- All respect prior knowledge and culture(s)
- All exploratory rather than prescriptive
- All focussing on empowerment and development of ‘competent
autonomy’
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Adelaide Graduate Centre
Life Impact The University of Adelaide
Research IBP-R and After
Ethos: “Support [for] social justice, equality of opportunity and
cultural diversity” (Strategic Plan, 2008, p.2)
- Medical Sciences Equity Grant Mid-Candidature Support
- PhD project exploring development of ‘Community of Practice’
Agriculture International Students
- Other?